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SECTION 5: GEOMETRY Team D ProjectJulio GarciaAnnette ReyesYvonda HandleySammy Gillard Choose a particular geometric figure and find at least 3 newspaper articles that use, describe, or illustrate that figure in some way. Report with as much information as you can about the figure as well as how it was used. In The News: Geometry Gems 1 2 3 Research an artist who utilizes geometry. Write a report about the artist and discuss how geometry is used in his/her work. Writing Across the curriculum Picture of Artist Report about the artist Write a report illustrating how geometry is used in industry. Be sure to include how the values of the community, responsible stewardship, and excellence affect the industry you researched. Writing Across the curriculum Compare and Contrast how a designer and architect might use geometry. Writing Across the curriculum compare and contrast 1. Find a real example of each of the following, around your home, work, or campus, and describe the example in detail or print a picture: Exercise 1 Isosceles TriangleEquilateral TriangleScalene TriangleRegular PolygonPentagonHexagonHeptagonOctagonParallelogramRhombus RectangleSquareTrapezoidPointLine SegmentRight AngleAcute Angle Obtuse AngleStraight AnglesVertical Angles Complimentary AnglesSupplementary AnglesRectangular SolidCubePyramidRight Circular CylinderConeSphereSimilar Triangles report Find the perimeter of 3 of the above figures. Exercise 2 Find the total degree of all angles and individual angle measurements of your regular polygon. Exercise 3 Find the area of 3 of your figures. Exercise 4 Find the volume of 3 of the above figures. Exercise 5 Find the Surface Area of 2 of the above figures. Exercise 6 How might geometry be used to build a feeling in the community? Exercise 7 How can geometry be used to promote responsible stewardship? Exercise 8 One example, a community typically will have the same geometric patterns on the exterior of the homes built such as, Mediterranean. Common to the Mediterranean style would be the boxy forms of the building, the use of columns, open floor plans, and the tiled grid patterns laid on the floors to the exterior stones of the building. This distinguishes them as belonging to the same community which shares the same architectural style, and gives the feeling of unity therefore, giving a sense of belonging within that community. With the resources learned throughout our education, we were able to become well rounded especially when referring ourselves to such an important subject as is Geometry. When one has such knowledge, we are able to view things differently. Some use their knowledge to volunteer in helping third world countries reconstruct structures that have been lost because of a natural disaster, others use their knowledge for a living, and others even use their learned skills to teach others. These skills can help others including ourselves become independent. In conclusion by using these resources we can all become a better Steward for the local and global community. Geometry is a part of us. References Blitzer, Robert. Thinking Mathematically. 5th ed. Boston, MA: Pearson Education, Inc., 2010. 550-51,532,534,542-43,568-70. References Trapezoid: A quadrilateral with exactly one pair of parallel sides. (pg.551) Parallelogram: A quadrilateral with both pairs of opposite sides are parallel and have the same measure. Opposite angles have the same measure. (pg.551) Rhombus: A Parallelogram with all sides having equal length. (pg.551) Square: A Rectangle with all sides having equal length. Each angle measures 90º, and the square is a regular quadrilateral. (pg.551) Rectangle: A Parallelogram with four right angles. Because a rectangle is a parallelogram, opposite sides are parallel and have the same measure. (pg.550) Heptagon: A figure with 7 sides (pg.550) Triangle: A figure with 3 sides. (pg.550) Regular Polygon: Each angle measure the same*Equilateral Triangle (pg.542) Right Angle: An angle that measures 90º (pg.542) Straight Angle: An angle that measures 180º. (pg.542) Acute Angle: An angle that measures less than 90º.(pg.532) Obtuse Angle: An angle more than 90º but less than 180º.(pg532) Point: Represented as a small dot, has no length, width, or thickness. (pg.532) A portion of a line joining two points and including the endpoints is known as a line segment. (pg.532) Pyramid: A Polyhedron whose base is a polygon and whose sides are triangles. (pg.569) Sphere: Is a set of points in space equally distant from a given point, its center. (pg.570) Right Circular Cylinder: The top and bottom are circles, and the side forms a right angle with the top and bottom. (pg.570) Isosceles Triangle: Two sides have equal length. (Angles opposite these sides have the same measure.) (pg.542) Octagon: A figure with 8 sides. (pg.550). Cube: Is a rectangular solid that has the same length, width, and height. (pg.568) Complementary Angles: Two angles that have the sum of 90º. (pg.534) Supplementary Angles: Two angles that add up to 180º. (pg.534) Scalene Triangle: No two sides are equal in length. (pg.542) Hexagon: A figure with 6 sides. (pg.550) Pentagon: A figure with 5 sides. (pg.550) Rectangular Solid: A polyhedron, that is bounded by six rectangles, called faces. (pg.569) Similar Triangles: If the measure of two angles of one triangle are equal to those of two angles of a second triangle, then the two triangles are similar. (pg.543)